{"title":"ChatGPT：天不会塌下来","authors":"Jordan M. Blanke","doi":"10.1111/jlse.12145","DOIUrl":null,"url":null,"abstract":"<p>Generative artificial intelligence (generative AI) applications such as ChatGPT and its brethren erupted onto the scene last year and have been quite a disruptor throughout higher education. Like much new technology, generative AI brings with it benefits and challenges. This note focuses on early experiences with ChatGPT, attempts to learn how to use it, and possible changes needed for our assessment methodologies. I provide some suggested modifications to traditional assignments to adapt to generative AI's ubiquity.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 1","pages":"39-47"},"PeriodicalIF":0.5000,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"ChatGPT: The Sky is Not Falling\",\"authors\":\"Jordan M. Blanke\",\"doi\":\"10.1111/jlse.12145\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Generative artificial intelligence (generative AI) applications such as ChatGPT and its brethren erupted onto the scene last year and have been quite a disruptor throughout higher education. Like much new technology, generative AI brings with it benefits and challenges. This note focuses on early experiences with ChatGPT, attempts to learn how to use it, and possible changes needed for our assessment methodologies. I provide some suggested modifications to traditional assignments to adapt to generative AI's ubiquity.</p>\",\"PeriodicalId\":42278,\"journal\":{\"name\":\"Journal of Legal Studies Education\",\"volume\":\"41 1\",\"pages\":\"39-47\"},\"PeriodicalIF\":0.5000,\"publicationDate\":\"2024-01-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Legal Studies Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jlse.12145\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"LAW\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Legal Studies Education","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jlse.12145","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"LAW","Score":null,"Total":0}
Generative artificial intelligence (generative AI) applications such as ChatGPT and its brethren erupted onto the scene last year and have been quite a disruptor throughout higher education. Like much new technology, generative AI brings with it benefits and challenges. This note focuses on early experiences with ChatGPT, attempts to learn how to use it, and possible changes needed for our assessment methodologies. I provide some suggested modifications to traditional assignments to adapt to generative AI's ubiquity.
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